NURS 3366 EXAM 5 REVIEW GUIDE 2026/2027 – PATHOPHYSIOLOGY STUDY GUIDE, PRACTICE QUESTIONS & TEST PREP

NURS 3366 EXAM 5 REVIEW GUIDE 2026/2027 – PATHOPHYSIOLOGY
STUDY GUIDE, PRACTICE QUESTIONS & TEST PREP

General Study Tips and Exam Overview
Study Strategies
 Review the content outlined in this document to understand the estimation of question numbers
from each module’s subjects.
 Focus on critical thinking questions that are often presented in situational contexts;
understanding concepts is crucial.
 Revisit assignment answers and rationales to grasp the overarching concepts that may appear on
the final exam.
 Concept maps are essential; all topics covered in these maps will be included in the final exam.
 Maintain a vocabulary list of medical terms and concepts to enhance understanding and
retention.
Final Exam Structure
 The final exam consists of 50 multiple-choice questions to be completed in 75 minutes.
Approximately 30-34 questions (60%) will be cumulative, covering content from previous tests
(1-4).
The remaining 16-20 questions (40%) will focus on recent lectures, specifically endocrine part II
and GI disorders.
Questions may integrate multiple subjects; for example, a question on diabetes may also touch
on venous disorders and resting membrane potential (RMP).
Understanding the context of patient scenarios is vital for selecting the correct answers.
Content Breakdown by Subject
Neuro, Endocrine, and GI Disorders
 Neuro: 8 questions focusing on neurological disorders and their implications for nursing care.
 Endocrine: 14 questions covering disorders of the endocrine system, including feedback
mechanisms and their systemic effects.
 GI: 13 questions addressing gastrointestinal disorders and their pathophysiological processes.
Important Concepts and Acronyms
 Familiarize yourself with key acronyms such as RAAS, COPD, DKA, and others that are relevant to
nursing practice.
Understanding these acronyms will aid in recalling their meanings and implications during the
exam.
Examples of acronyms and their meanings:
Acronym Meaning
RAAS Renin-Angiotensin-Aldosterone System
DKA Diabetic Ketoacidosis
COPD Chronic Obstructive Pulmonary Disease
Key Learning Objectives and Cognitive Levels
Bloom’s Taxonomy and NCLEX Client Needs
 Bloom’s Taxonomy categorizes cognitive levels of learning: Remembering, Understanding,
Applying, Analyzing, Evaluating, and Creating.
NCLEX client needs framework includes:
1. Safe & Effective Care Environment

, 
o Management of Care
o Safety and Infection Control
2. Health Promotion and Maintenance
3. Psychosocial Integrity
4. Physiological Integrity

o Basic Care & Comfort
o Pharmacological/Parenteral Therapy
o Reduction of Risk Potential
o Physiological Adaptation
Exam Question Types
 The exam will primarily consist of multiple-choice questions, with potential for select all that
apply, fill in the blank, true/false, short answer, and essay questions.
Understanding the style of questions can help in preparing effectively for the exam.
Exam Question Styles and Learning Objectives
Types of Exam Questions
 Multiple Choice: Questions with one correct answer among several options.
 Multiple Answers/Select All That Apply: Questions requiring identification of all correct options.
 Fill in the Blank: Questions where students must provide missing information.
 True/False: Statements that students must evaluate as correct or incorrect.
 Short Answer: Questions requiring brief, direct responses.
 Essay: In-depth questions requiring comprehensive written responses.
Learning Objectives and Cognitive Levels
 Students will describe, discuss, and identify key concepts related to endocrine disorders and
diabetes mellitus.
 Cognitive levels are categorized as follows:

o Remembering/Understanding (R/U): Basic recall of facts and concepts.
o Applying/Analyzing (A): Application of knowledge to new situations and analysis of
information.
o Evaluating/Creating (E/C): Making judgments based on criteria and creating new ideas
or products.
Disorders of the Endocrine System
Adrenal Disorders
 Cushing’s Syndrome: Characterized by hypercortisolism and hyperaldosteronism, often due to
exogenous steroids or pituitary tumors.
 Pathophysiology: Increased glycogenolysis and gluconeogenesis lead to hyperglycemia,
glucosuria, and insulin resistance, resembling Type II diabetes.
 Symptoms: Include truncal obesity, moon face, muscle weakness, skin fragility, and increased
risk of infections due to immunosuppression.
 Diagnosis: Cortisol levels are measured at different times of the day to assess adrenal function.
 Treatment: May involve reducing steroid use, addressing tumors, or using medications to block
aldosterone.
Diabetes Mellitus (DM)
 Type I DM: Autoimmune destruction of pancreatic beta cells leads to absolute insulin deficiency,
resulting in hyperglycemia and potential diabetic ketoacidosis (DKA).